Theory Of Imaginary Play

In the early stages of development, it was noticed that children learn by playing. In fact, play, in a developmentally appropriate environment, inspires the child to relate oneself to the environment while making sense of the infinite elements where the children unites internal processes with external influences. Therefore, as children play, they learn. This theory demonstrates that the children learn while having fun. As the children internalize the sensations of the environment, they somehow integrate personal experiences to hypothesize the so-called impossible. This brings us to the concept of imaginary play where such play is constant as children relate their hopes and experiences to the new sensations. However, as their minds translate external experiences with personal meaning, children become masters of their environment and such environment may be defined as a continuum between the imaginary and the sensory (Bodrova and Leong, 2006). In addition, complex yet accessible relationships occurring in the classroom enrich the mental processes of young students. This is proven when children reflect on their environment, as they instinctively classify experiences according to both individual personality and the surrounding culture (DeVries, 2008). As children become familiar with the syntax of social knowledge, their worlds are somehow shared with one another to form a social imagination. According to Gardner (2007), a child struggles to comprehend new experiences, he or she will naturally utilize scientific notions of problem-solving and critical thinking. As the child begins to understand experience, social cooperation augments skills of perspective and interpretation. In one hand, shared activity provides a meaningful social co...

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...s, teachers can use social feedback to augment the curriculum” such that” Cognitive learning theories focus on the thinking processes of the learner rather than the behavior of the learner”. Educational mobile applications are viewed as a pathway to put the children in a position of learners where the learning is an active process taking place in the largely unobservant domain of the human brain. Therefore, the learner approaches information using first senses and later reflection.

More studies indicate that young children are able to define their own experiences both individually and as collective. As children process and revisit experience, they define social knowledge according to their experiences of their culture. Nevertheless, the learning community becomes a scientific cooperative, dedicated to researching and celebrating the world (Bodrova and Leong, 2006c).